4.1.3 What Factors are Currently Inhibiting Quality
Teaching and Learning of Science? The focus group participants were quite clear about the major factors that inhibit quality teaching
and learning of science: student focus versus content focus, resources, time and the quality of
teachers. In many cases the participants felt they had little control over a large proportion of these
factors which were school and system responsibilities.
Teachers lack the time and opportunity to share ideas, collaborate, reflect, evaluate, adequately
prepare and participate in ongoing learning/professional development. This lack of access, time and
funding limits teachers’ opportunities to increase their skills, confidence and knowledge in science
teaching.
Focus group teachers agreed that poor resourcing is a major constraint to quality teaching and
learning. Classes are too large to pursue quality practical work and often there is neither the
physical nor human resources to support the practical classes. The large classes also limit the
teacher’s ability to focus on individual learning opportunities for all students. Many classrooms
lack adequate access to the equipment and laboratory assistance needed to teach and learn the
physical sciences.
Participants described curricula as overcrowded with content and, in consequence, having little
emphasis on processes and skills. There is insufficient time to develop topics or go off on a tangent
to follow students’ interests. It is important to plan the science curriculum as a whole, progressing
from year to year. As one participant commented: “There is no harm in doing volcanoes three times
provided progression is built into each session.”
Normative assessment procedures are still widely used and they restrict creative and innovative
teaching. Teachers need to feel confident and supported in using outcomes-focused strategies, and
from focus group comments, it seems that an outcomes-focus is rarely used.
The imposition of politically driven and constant changes to science teaching and learning is
draining much needed resources: “Science teachers are spending too much time reinventing
curriculum materials”, said one participant. Although a vast array of resources is available to
teachers, there is no meaningful assistance for school-based curriculum decision making. Further,
teachers do not have time to sift and evaluate resources.
Many schools face difficulties in providing leadership and mentoring in terms of curriculum
development and whole school strategies:
Heads of departments are not always able to offer curriculum leadership as they are
often employed for their management skills as distinct from their curriculum
innovation and expertise.
A major barrier perceived by participants was lack of commitment and recognition by schools,
systems and the wider community to teachers and teaching. Teachers who feel valued will be
encouraged to embrace new learning styles. As one of the participants states:
The public perception of the teaching profession does not match the reality. The
view [is] that teachers work from 8.30 to 3.30 five days a week for 39 weeks—those
who can – do, those who can’t – teach.
It is essential to attract younger teachers and graduates into what is now an ageing profession by
recognising excellence in science teaching and providing enhanced career opportunities with
attractive salary packages. One participant indicates the reasons why it is often difficult to attract
quality graduates:
The profession itself believes that it is underpaid for what it does. Many teachers
would not encourage their students to become teachers. There may be various
reasons for this; poor pay, low morale, little public recognition, work imposing itself
on family life, preparation, school sport and increased administrative duties.
Teacher education is most important to the quality teaching and learning relationship. Some focus
group participants indicated poor teacher training was an inhibiting factor as many graduating
teachers lacked a firm understanding of scientific principles. This was particularly noticeable in
primary schools. Members of a community based focus group made the following observations:
Very few school teachers have ever experienced science as a program i.e. they have
never engaged in the process of scientific inquiry as it is practised by scientists—
their knowledge of science is largely second hand and not based on authentic
experience.
It is important that the teachers really understand the things they are teaching,
especially the basics, and I don’t see that.
The range of different and individual student learning styles combined with a number of students
who participate in disruptive classroom behaviour can inhibit quality teaching and learning. The
curriculum in place in most schools does not engage these students as they find it difficult to see
the relevance of science to their present lives and employment prospects. Even the most engaged
and enthusiastic students may perceive science as irrelevant, too hard and involving large amounts
of work.
Focus group teachers believed that the comprehensive Commonwealth government funded literacy
and numeracy programs have been the centre of the educational agenda for the past two years,
particularly in primary school, thus reducing the priority given to science and its resourcing in
many primary schools across Australia. Many participants provided anecdotal evidence from their
own schools to support this claim
Limited links between business and the wider science community are seen by focus groups as a
significant limitation for the development of a quality teaching and learning relationship in schools.
Outreach programs are not reaching a wide enough audience and there needs to be greater
cooperation between schools, systems and scientific organisations.
4.1.3 What Factors are Currently Inhibiting Quality
Teaching and Learning of Science?
The focus group participants were quite clear about the major factors that inhibit quality teaching
and learning of science: student focus versus content focus, resources, time and the quality of
teachers. In many cases the participants felt they had little control over a large proportion of these
factors which were school and system responsibilities.
Teachers lack the time and opportunity to share ideas, collaborate, reflect, evaluate, adequately
prepare and participate in ongoing learning/professional development. This lack of access, time and
funding limits teachers’ opportunities to increase their skills, confidence and knowledge in science
teaching.
Focus group teachers agreed that poor resourcing is a major constraint to quality teaching and
learning. Classes are too large to pursue quality practical work and often there is neither the
physical nor human resources to support the practical classes. The large classes also limit the
teacher’s ability to focus on individual learning opportunities for all students. Many classrooms
lack adequate access to the equipment and laboratory assistance needed to teach and learn the
physical sciences.
Participants described curricula as overcrowded with content and, in consequence, having little
emphasis on processes and skills. There is insufficient time to develop topics or go off on a tangent
to follow students’ interests. It is important to plan the science curriculum as a whole, progressing
from year to year. As one participant commented: “There is no harm in doing volcanoes three times
provided progression is built into each session.”
Normative assessment procedures are still widely used and they restrict creative and innovative
teaching. Teachers need to feel confident and supported in using outcomes-focused strategies, and
from focus group comments, it seems that an outcomes-focus is rarely used.
The imposition of politically driven and constant changes to science teaching and learning is
draining much needed resources: “Science teachers are spending too much time reinventing
curriculum materials”, said one participant. Although a vast array of resources is available to
teachers, there is no meaningful assistance for school-based curriculum decision making. Further,
teachers do not have time to sift and evaluate resources.
Many schools face difficulties in providing leadership and mentoring in terms of curriculum
development and whole school strategies:
Heads of departments are not always able to offer curriculum leadership as they are
often employed for their management skills as distinct from their curriculum
innovation and expertise.
A major barrier perceived by participants was lack of commitment and recognition by schools,
systems and the wider community to teachers and teaching. Teachers who feel valued will be
encouraged to embrace new learning styles. As one of the participants states:
The public perception of the teaching profession does not match the reality. The
view [is] that teachers work from 8.30 to 3.30 five days a week for 39 weeks—those
who can – do, those who can’t – teach.
It is essential to attract younger teachers and graduates into what is now an ageing profession by
recognising excellence in science teaching and providing enhanced career opportunities with
attractive salary packages. One participant indicates the reasons why it is often difficult to attract
quality graduates:
The profession itself believes that it is underpaid for what it does. Many teachers
would not encourage their students to become teachers. There may be various
reasons for this; poor pay, low morale, little public recognition, work imposing itself
on family life, preparation, school sport and increased administrative duties.
Teacher education is most important to the quality teaching and learning relationship. Some focus
group participants indicated poor teacher training was an inhibiting factor as many graduating
teachers lacked a firm understanding of scientific principles. This was particularly noticeable in
primary schools. Members of a community based focus group made the following observations:
Very few school teachers have ever experienced science as a program i.e. they have
never engaged in the process of scientific inquiry as it is practised by scientists—
their knowledge of science is largely second hand and not based on authentic
experience.
It is important that the teachers really understand the things they are teaching,
especially the basics, and I don’t see that.
The range of different and individual student learning styles combined with a number of students
who participate in disruptive classroom behaviour can inhibit quality teaching and learning. The
curriculum in place in most schools does not engage these students as they find it difficult to see
the relevance of science to their present lives and employment prospects. Even the most engaged
and enthusiastic students may perceive science as irrelevant, too hard and involving large amounts
of work.
Focus group teachers believed that the comprehensive Commonwealth government funded literacy
and numeracy programs have been the centre of the educational agenda for the past two years,
particularly in primary school, thus reducing the priority given to science and its resourcing in
many primary schools across Australia. Many participants provided anecdotal evidence from their
own schools to support this claim
Limited links between business and the wider science community are seen by focus groups as a
significant limitation for the development of a quality teaching and learning relationship in schools.
Outreach programs are not reaching a wide enough audience and there needs to be greater
cooperation between schools, systems and scientific organisations.